DCU Home | Our Courses | Loop | Registry | Library | Search DCU


Module Specifications

Archived Version 2009 - 2010

Module Title Curriculum Assessment and Evaluation
Module Code ES204
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Justin RamiOffice NumberCA114
Level 2 Credit Rating 10
Pre-requisite None
Co-requisite None
Module Aims
To provide students with an overview of Assessment & Evaluation approaches and strategies appropriate to a variety of organisational cultures· To explore the sociological implication of our systems of assessment & evaluation and to facilitate students in developing the skills required to construct same fin social contexts. The module will also enable students to understand the increasing importance of assessment & evaluation on curriculum development and the theoretical principles underpinning a range of practices.

Learning Outcomes
  1. Define a range of assessment instruments
  2. Describe the multiple purposes of assessment & evaluation·
  3. Outline the characteristics of the national assessment systems, e.g. Junior and Leaving Certificate, LCA, IAS·
  4. Select appropriate assessment techniques to assess individual learners·
  5. Develop a wide range of assessment procedures to devise education and training programmes
  6. Identify the key questions to be addressed in writing an evaluation strategy· select an appropriate model of evaluation using some basic evaluation methods
  7. Defend an approach to cultural and ethical issues in evaluation & assessment

Indicative Time Allowances
Lectures 24
Tutorials 12
Laboratories 4
Seminars 0
Independent Learning Time 110

Total 150
Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.

Indicative Syllabus
  • 1
    Assessment: definitions and descriptions: terminology - norm and criterion referenced, continuous, summative, formative, diagnostic; competence; validity and reliability
  • 2
    History of Assessment: examination of the origins of our examination driven assessment culture
  • 3
    Purposes and Audiences: assessment as methodology, as statement of achievement; as indicator of progress; as screening device
  • 4
    Sociology of Assessment: motivation, accreditation, on teaching and learning experience; validation of multiple forms of intelligence Assessment techniques: examinations of different types- written, practical, interview and oral assessment, observation; portfolios, projects, task and performance related strategies: etc. Evaluation and Curriculum Development: The training cycle and evaluation, purposes of evaluation, definitions and evaluation Evaluation Strategy: Key questions to be addressed in writing a strategy, political and ethical considerations Models of Evaluation: Experimental research, illuminate evaluation, systems model, goal free evaluation, interventionalist evaluation Evaluation Methods: Creative thinking tools, focus groups, questionnaires, interviews, critical incident reviews, documentary analysis. Integrated Assessment System: aims, operation, recording mechanisms, evidence, accreditation. Other systems: a brief description of City and Guilds, NVQ, RSA Diagnostic Work: using a wide range of techniques to develop individualised training programmes Task Analysis: matching assessment findings to content and methodology Equal Opportunity and Assessment: concept of reasonable accommodation and its importance in understanding assessment techniques as they relate to people with special needs, including people with physical, sensory disabilities, specific and on specific learning difficulties.
Continuous Assessment100% Examination Weight0%
Indicative Reading List
Assessment:, Black, P. 1998. Testing: Friend Or Foe? London. The Falmer Press.Broadfoot, P. 1996. Education, Assessment and Society. UK. Open University. Coolahan, John. Irish Education: Its History and Structure. Institute of Public Administration. Dublin. 1981Davis, A. 1998. The Limits of Educational Assessment. Oxford, UK. Blackwell Publishers. ESF. 1993. Certification Systems. Dublin: ESF Evaluation Unit.Gipps., C.V. 1994. SocioCultural Aspects of Assessment, Review of Research in Education, Vol. 24 pp355392Gipps., C.V. Brown, M., McCallum, B. & McAlister, S. 1995 Intuition Or Evidence? UK. Open University. Gipps., C.V., & Murphy, P. 1994 A Fair Test? Assessment, Achievement & Equity. UK. Open University. Hobart, C. & Frankel, J. 1996 Child Observation and Assessment. (2nd Ed) UK Stanley Thornes Ltd.Hanafin, J. (Editor). 1997. Towards New Understandings: Assessment and The Theory of Multiple Intelligences. Cork. UCC. Hyland, A. (Editor). 1998. Innovations In Assessment In Irish Education. Cork. UCC.Hyland, A. (Editor). 2000. Multiple Intelligences Curriculum and Assessment Project. Final Report. Cork. UCC.Kelly, M.B. 1994. Can You Credit It? Implications of Accreditation for Learners and groups in the Community Sector? Dublin. Combat Poverty Agency. Kubiszyn, T. & Borich, G. 1996. Educational Testing and Measurement. New York. Harper Collins.Walmsey, J. & Webb, J. 1995. Learning Design in Competence Based Systems, Competence and Assessment. No 30Williams K. 1992 Assessment: A Discussion Paper. Ireland. ASTI.
Evaluation :, Evaluation:, Esterby-Smith M. Evaluation of Management, Education, Training and Development London: Gower, 1994Maykut, P and Moorehouse, R (1994) Beginning Qualitative Research. London: Falmer Murray, B. Faugham P and Redmond D. Undertaking an Evaluation: St Patricks College, 1994Supplementary: Guba, E. Fourth Generation Evaluation, London: Sage 1989 Patton, M. Qualitative Evaluation and Research Methods London: Sage 1990 Quinn Patton, M. (1997) 3rd edition Utilisation Focussed Evaluation: London. SagePreskill, H and Torres, R. (1999) Evaluative Inquiry for Learning in Organisations Sage.Rossi , P. Evaluation, London: Sage 1993
Programme or List of Programmes
ETBSc in Education & Training